Understanding too often lacking with research

"Does 'research' really guide practice in education?" asked a loyal reader last week. This simple question deserves a direct answer, but I don't have one. I'd like to say, "Yes; of course it does," but I fear the most accurate answer could be "no, sometimes, often, depends."

Precious few actually understand research, let alone the complexities of social science. Most rely on past experience, AKA "conventional wisdom." Human nature sometimes leads us to cite sources that support our positions and theories and ignore or discredit those that do not.

Education is not immune from this phenomenon. It is not uncommon to hear the words "research shows" or "I've done my research." Too often, those who utter these words have no real understanding of the rigors behind the science that holds the "truth." Having done one's "research" all too often means having read something by somebody somewhere. Seldom does it mean the person just completed a randomized, controlled study and is reporting findings.

An unsuspecting ear might be led to believe that a pontificator actually understands research methods and data analyses. An attentive ear, however, might uncover misuse or misunderstandings of words used by some under the vernacular of "talking the talk."

Moreover, many do not care to be bothered with technical details - especially if those details get in the way of one's opinions or beliefs. To quote or tout research sans understanding could lead to misinterpretation, miscommunication, misunderstanding, and downright fraud or malpractice. When this happens in the medical field, it is front page news. When it happens in education, few know.

School boards and policy makers are not the only ones frustrated by a lack of educational research understanding. Those of us who conduct the studies and critique others' work in search of truth are probably the most uneasy.

Still, the call for "data driven decisions" compels the education community to back-up beliefs and hopes with whatever their version of "research" is.

Again, much classroom teaching is based on what has worked in the past somewhere, somehow. Few who conduct and understand research on education practice present it to teachers. Policy decisions are often based on a pressing need to act. A popular book or an old idea repackaged as something new often becomes the "buzz," then the "fad" or "trend."

Teachers and lay persons alike become jaded - waiting for the next "new" bit of "research" to give chase.